FINAL PROJECT INFO

I've made a detailed guide for the final project, with some due dates just to keep you on track. I have also emailed it to everyone via webadvisor.
Here it is:

Introduction to Sociology
Final Project Guidelines
Nathenson
Spring 2011

The Documentary Option:
This option allows you to present your short research project in the form of a short video. You may work in groups of any size, keeping in mind that you will hand in a summary of everyone’s role.

Components of the project:

1. Topic: any social issue or phenomena that affects people in Salt Lake
2. Research: At least two pages of background information that you will present in some way in the video. This part does not have to be in a “paper” form, however it does have to be in your own words based on academic sources.

Include:
• What is the issue?
• Who does it affect?
• What are the consequences (how does it affect people’s lives in Utah?)
• How would each sociological perspective view the issue?

3. Sources: At least 3 academic articles (or books) on the issue. This does not need to be specific to Utah if information is not available. Websites of any kind do NOT count as sources, although they can be used for the project. Try to bring your first source to class Tuesday, November 1st to discuss in your group with my assistance. This will help get you started. If you have trouble finding sources-I will give recommendations.
4. Theory: Be sure to include an explanation of the theoretical perspective as well as how it applies.
5. Interviews: You will conduct 3-5 interviews as “qualitative data”. Remember, you are presenting the background for this topic, so your interviews do not serve to explain the issue, they serve as examples of perspectives. You should show at least two different (in some cases opposite) perspectives of WHY the issue exists or why certain action has been taken.


Things to hand in by November 17:
1. Background research in hard copy form
2. A list of references

Things to hand in on December 13 at 6:00 pm:
1. Video
2. A description of each group member’s contribution

Be creative! The rest is up to you—and I am always available to assist you in any way I can. These need to be quality projects, although you will not be assessed on “style”.
THERE WILL BE AN AWARD FOR BEST DOCUMENTARY BASED ON THE REQUIREMENTS AND QUALITY OF THE PROJECT!!

The paper option:
In this option you will not do original research, but will review the literature on a social issue that is present in Utah and compare two sociological perspectives. You will work independently on this, but I am available to assist you in finding resources, etc.

Include:
1. What is the issue?
2. Who does it affect?
3. How would (at least two) sociological perspectives explain the problem?
4. What is the evidence for each perspective?
5. Which perspective best explains the issue?

Things to hand in:
1. Paper: 10-12 pages
2. References: At least 3 academic sources

Your paper should be well organized. You will not be assessed on which perspective you think is best, but you will be assessed on how well you articulate the argument.

Your paper’s outline/sections should look like this:
1. Introduction
2. Background
3. Scope of Problem
4. Theoretical Explanations
5. Evidence
6. Conclusions
7. References

Try to have your topic by Tuesday, November 1st, as well as one resource (academic article or book). It will be a work day—you will consult with me on your topic and I will be there to assist you in how to interpret the article and its arguments.

Socialization, Stratification and Occupational Choice

This post examines how socialization into a social class and economic class impact the individual as they enter the professional workforce and the subsequent upward or downward economic mobility.  It will attempt to show that the socialization process acts similar to an ocean current carrying the individual in a general direction.  However, it will also show that just as a swimmer can swim against the current to arrive at his desired destination, individuals exerting sufficient force against the influences of their socialization can alter their destination.

Socialization is the process by which the values, norms, and taboos of society are taught and reinforced to members of a society.  Our socialization takes on many facets as we are socialized into our peer group, family, school, and social class.  Our social class refers to the stratification within society separating societal members by their prestige, perceived power and social standing.

Society’s stratification into social classes is not a set of discreet, well defined social groups, rather it is a gradient of social characteristics adapted by various groups that are most noticeable when compared across distant groups along that gradient.  The socialization process that inculcates the values and norms of where we are along that gradient shapes our vision of who we are, our self-perceived potential, and the opportunities we think are available to us.  As we enter the work force, our occupational choice is shaped by these social forces.  As a part of a cooperative effort between representatives of the disciplines of sociology, psychology, and economics said the following about the effects of this socialization while describing why a recent college graduate would not pursue his ideal job for which he had trained and was qualified: “Occupational choice is restricted by lack of knowledge about existing opportunities...Variations in knowledge, in rationality, and in discrimination between alternatives constitute, therefore, the limiting conditions within which individuals choose occupations by arriving at a compromise between their preferences and expectancies.  This compromise is continually modified up to the time of actual entry... (Blau et. al., 535)”

An example of the above can be illustrative.  The three sons of a widowed German immigrant are taught to work with their hands all through their youth.  They are exposed to carpentry, plumbing, electrical, mechanics, teamsters, etc.  Upon entering the work force, the oldest becomes a diesel mechanic and the youngest becomes a truck driver—each working for an employer.  None of the sons were taught to value education beyond high school, so none achieved a college degree.  The middle son suffered from emphysema throughout his life and realized his inability to maintain a traditional job, so he decided to buy his own trucks and start his own trucking firm.  His socialization had included working hard but did not include the concept of entrepreneurial spirit necessary to be successful as a business owner.  He excelled and failed several times, was taken advantage of by a business partner but in the end, before his death, became mildly successful with his trucking firm.  His son however, having been socialized within the home of an entrepreneur, took over the business left by his father and expanded it into a $20 million annual enterprise.

In the above example, the oldest and youngest sons each continued within the framework of their socialization and were successful in their chosen occupations.  The middle son, due to his ill health, was forced to depart from the socialization of his youth to become an entrepreneur.  Since his breaking away from what he had been socialized to become was recognized as being due to health so he faced no sanctions for his departure.  However, in the film we concluded today in class, there can be huge social pressures when one attempts to climb above the social class or economic class one inherited from their parents.  The sanctions of guilt and rejection are common when attempting to move away from the social or economic class we inherit.

The shift away from the socialization of our youth can be accomplished but only by exerting great personal effort which demands courage and stamina.  So the real questionis why do we sanction those attempting to improve themselves beyond their inherited status? 

References

Blau, Peter M., Gustad, John W., Jessor, Richard, Parnes, Herbert S., Wilcock, Richard C. “Occupational Choice: A Conceptual Framework.”  Industrial and Labor Relations Review 9.4 (1956): 531-543

Mean Girls: A Gans, Marx, and Functionalist Perspective

When watching the film presented in class, I couldn’t help but think back to my own high school days. I fall into the category “I-wouldn’t-go-back-even-if-you-paid-me”. I hated high school not because I was lowest on the totem pole, but because of the pointless stratification involved. Stratification is the sorting of people into groups based on like characteristics (think The Sorting Hat on Harry Potter). These can be race, gender, economic status, and so on and so forth. Applying it to high school, some stratified groups might be the jocks, band geeks, nerds, preps, etc.

Now, let me tell you a little about my high school experience. I grew up in a small town, born into a family that had been there for a few generations. Hence, my family name was well known and respected. Teachers taught me who had taught my father, etc. Automatically this social notoriety propelled me into a popular group. It didn’t hurt that I was athletically blessed and decently intelligent. Growing up, I always thought that doors opened if you asked. I didn’t have to work much to be popular or liked. I just was.

My junior year of high school, my parents moved to a big city about 45 minutes away from my hometown. I remember walking into school my first day and literally knowing not one soul in the 4000 plus enrollment. I am not sure what I expected, but dropping about fifty points on the food chain wasn’t what I had in mind. Curiously enough, the movie we watched in class hit on one of my survival mechanisms. I realized that while I wasn’t first-class, I certainly wasn’t low man on the totem pole either. This boosted my morale and essentially got me through the rest of high school. In the Gans article, he points out that, as a society, it’s important for us to know where we stand. In the functionalist’s perspective, Gans stated that poverty functioned as a guarantor for the rich and their status. Taking this a step further and applying this to the popularity levels at high school, the functionalist might say that the least popular kids serve an important purpose- they establish others’ worth and set a standard to distinguish popularity by.

One of my all-time favorite pointless chick movies is Mean Girls. While the classic tale of female deviousness and the plight of the teen popularity contest is entertaining, it’s also a perfect (although somewhat exaggerated) example of the social stratification teenagers face everyday. As I mentioned, high school wasn’t something I excelled at, simply because I hated the social rules. I never really understood how to play the game. It seemed that the majority of kids didn’t either and most everyone was inferior to the select popular crowd. It puzzles me as I look back, why didn’t anyone rebel. Marx had it right when he said there were two classes, the Bourgeois that controlled everything, and the proletariat who worked for them. He stated that if they ever did rebel, they had an overwhelming majority of numbers to make it effective. Thinking back to high school, why not take Marx’s approach and rebel against the popularity? It can’t be that functional for everyone, and I would argue that the numerous dysfunctions outweigh the functions. I’m not sure anyone could have said it better than one of the mean girls herself, as presented in the following short clip. Enjoy!

The Joke

Wealth is extremely important in American society. Some may want to deny this, but they are fooling themselves--and yes there are those who deny that wealth is important. You hear how money does not buy you happiness, which is true to an extent, but it definitely makes life--and enjoying happiness--a bit easier. Stratification can mean the difference between wealth and poverty within the society we try to thrive in. A poor families newborn child can grow to become a wealthy entrepreneur, but it takes work and is not too common of an occurrence, however those with born into a family of wealth can be set for life.

There can be great distaste from either party, for the other and why exactly is this the case. Those in poverty can dislike the well off, for they live a lifestyle that those below them do not believe they deserve. And do they? Of course one specific child does not "deserve" anything more than another, but family is an important thing with stratification and it is how things have gone throughout history.

People often judge those who are rich or poor very differently. There are plenty of people who believe that the "elite" rich have more "class" than a poor individual, but it all depends on how someone views class. Is it the way a person sits, dresses, eats, lives? How about how they treat others? All of these and many more go into an individuals decision about what class is.

Stratification is based on things like religion, ethnicity, gender, wealth, etc. Obviously, who a person really is, such as how they treat others--and not just when in the public eye--does not seem to matter in our society. We are about money and power. Someone who is rich can treat others like dirt, they may not be liked by the world, but their wealth and power will not change. Where does that put as a society?

It is a sad thing, especially since those in power are not affected much--if at all--when they treat others poorly, however someone who does not have that power can have great issues when they speak about someone poorly--especially if that person has power. It could be said that society and stratification is a joke. But, it is real and makes a joke out of the way those in power try to convince others of the equal opportunities and possibilities in our world.

Symbolic Interactionism, Stigma, and Whole Food

While watching the movie in class the part about the conflict in Burlington, VT about who would get to build the new supermarket really sparked an interest it also made me think of Whole Foods here in Sugarhouse, although the Food Co-op is probably more within reach of most low income people, Whole Foods really is not. But from a Symbolic Interactionist perspective Whole Food symbolizes wealth, and class. To many it holds the stereotype of wealth, upper middle class, YUPPIEs. People who shop at Whole Foods are likely to be better educated because they are concerned with the quality of food they purchase, and the effects it has on their health, while being less concerned about the higher price because they tend to have more money. For people who can't afford to shop at Whole Foods, it holds a stigma of being "uppity" or to good for the average person. This applies to both the store itself as well as the people who shop there. This example demonstrates how symbolism and the theoretical perspective of symbolic interactionism play into everyday life.

Looking Glass Self and Feminism

How do you see yourself? Depending on your age, your answer may vary. Those of a younger class may feel like they are who everyone else sees. For example, if a child is teased at school and called names, they begin to see themselves as that victim that is teased. Seeing yourself through everyone else’s eyes is called the “Looking Glass Self Theory”.
Most mature adults are able to steer away from this perception, and think more realistically. When certain rap or hip hop songs say vulgar things about women, it’s found that most of it goes ignored. I applaud the women who stand up to the feminism. Ani DiFranco is a singer that is able to do this in a very comedic way, using the looking glass self theory as if she was actually affected by men’s thoughts of her.

Stratification & Social Class

Social class has always been a controversial issue, especially in the U.S. A social class system can be defined as a form of social stratification based primarily on the possession of money or material possessions. There are various different models of what different class rankings may look like, ranging from "underclass to capitalist class" to "poor to super-rich". Each of these models, however, represent a common idea: people are grouped according to their wealth, education, and culture. According to William Thompson, "it is impossible to understand people's behavior without the concept of social stratification, because class position has a pervasive influence on almost everything... the clothes we wear, the television shows we watch, the colors we paint our homes, and the names we give our pets... our position in the social hierarchy affects our health, happiness, and even how long we live". I definitely believe this is true because I have seen it on so many different levels in numerous instances.

Some might ask the question, what determines social class? There were two different main views of this in the early days of sociology, held by Karl Marx and Max Weber. Marx claimed that social class depends on a single factor: people's relationship to the means of production (tools, factories, land, and investment capital used to produce wealth). Weber argued that property wasn't the only determining factor. He claimed that social class was made up of three distinct factors: property (wealth), prestige (people tend to admire the wealthy), and power (ability to control others).

Today, I think there are even more factors that can determine what social class you belong to... and I also believe that there are even more levels of social class. For example, someone may be in the "super-rich" category, but I don't believe that necessarily makes them high-class people. What if they don't flaunt their wealth? What if they live well below their means? What if they flaunt their wealth distastefully? There are plenty of things that I believe can change their social standing besides the amount of money or material possessions they have. For example, I'm from San Antonio, TX and had the privilege of going to one of the wealthy high schools in the city. Note: my family is not necessarily in the "super-rich" category.  However, two of my best friends absolutely are. Their families are multi-millionaires and, to me, it's pretty obvious. My friends are quite "spoiled" (they drive Audi's and BMW's and wear Ralph Lauren polos every day), and they know that they're spoiled. However, because of where they grew up, this is not uncommon to them. They are used to seeing all of their friends have the same perks that they do. When I started going to this school, even though I wasn't in the "super-rich" class, I almost had to pretend like I was so that I would be able to fit in. In ways, it's very easy to put yourself into a social class that you don't necessarily belong to. Money and material items are what allow this. I went out and bought a few Ralph Lauren shirts (I know... kind of dumb... but it's high school) so that I would feel more like I belonged in their social class. I couldn't afford a nice car like they had, so there is an example of a barrier you can't really overcome, but I fit in pretty well, nonetheless.

All in all, the point I'm trying to make is that from experiences in my life so far, it seems pretty clear to me that money and material items are definitely the determining factors of your social class.  However, it's the various ways that you use them that can sort of "bend the rules" for what class you belong to (or are perceived to belong to). Obviously, this is just one point of view, but it's what I've experienced most. What do you think?

Education

What do you want to be when you grow up? Maybe a doctor, a lawyer or maybe a school teacher these dreams a child has about the future are very important to their future success because it gives them something to hope for. But the essential component to this dream even being able to come true is the availability of education to all children. "Whenever you feel like criticizing any one," he told me, "just remember that all the people in this world haven’t had the advantages that you’ve had.” This quote, taken from F. Scott Fitzgerald’s “The Great Gatsby” really demonstrates the idea that not every American family is given the same opportunities as the next. In the film, “Waiting for ‘Superman’” this idea is presented and the audience follows four different children at various stages in the education process but three are still in elementary school. The film tries to explain why there is such a he education gap between more affluent children versus poor children. In the end the result is the same children with more affluence or more many have the opportunity for better education while children of middle or lower class parents may have to stay with the run of the mill school. While the child is receiving education from this run of the mill school, the education is not top notch and the child may not be really “learning.”

This education gap really shows the differences in the classes and how education or lack of it can perpetrate the poor class. As human we are social creature’s learning from our peers and are closest groups or social institutions. Social institutions are groups that help make a society’s basic needs such as families or peer groups. For example, if a child grows up in the poorest area of a city and learns from watching his older brothers drop out or his friends drop put then he may feel compelled to do the same because that is the norm for his social class. Yet in comparison with a child from a wealthier class will grow up with the understanding that an education is what sets you apart and will make their future better. So here an individual can see how a child from a poorer neighborhood will follow in the footsteps of his predecessors are continue of the cycle of living in a poor close and close to poverty. Education is the key to finding success and with a successful elementary, high school that can happen. (Good meaning the school has a higher test scores and is meeting all state standards.) But with lack of funds or available space a child may not reach the same goals as higher class kids, thus the greater differences in scores and classes.

The graph above although not for elementary school kids drives home the point that more money means better education and their chance to succeed in that education can further perpetuate the difference in social classes.

References:

Paton, Graeme. "Gap Between Rich and Poor Kids Widens." Telegraph. 28 Jan 2010: n. page. Print. .

Waiting for "Superman". Dir. Davis Guggenheim. Perf. Bill Strickland, Geoffrey Canada, Michelle Rhee, and Randi Weingarten. Paramount Home Entertainment, 2011. DVD.

"College Access and the Social Class." Chart. Education Sector. Kevin Carey, and Erin Dillion. 2008. Web. 24 Oct 2011. .

Fitzgerald, Scott. The Great Gatsby. New York: Charles Scribner's Sons, 1925

Classes within Classes: Interplay Between Race and the Middle Class

As I have touched on in previous posts, there is a clear social hierarchy within the US. In its simplest form the US class system is composed of the lower, middle, and upper class (with a few sub-groups within each). The majority of Americans describe their selves as being from the middle class. It is a popular belief that if you are not in the middle class, you are not a true American. This is to say when a person pictures the standard American family, they don't think of a family of five in a slummy apartment or a family who has lived in the same mansion for three generations. No, when you picture the American family, you imagine a typical 1950s suburban home; 2-3 kids, decent sized home, and all smiling. Another association that tends to be invoked with the middle class (especially the upper class) is that they are composed of purely whites. However, many African-American families have ascended into these classes, but there is still a divide between the minority groups of the middle class and the Caucasian population.

Even though there are many discriminatory barriers that block many from having social mobility, there are those you have over come them to achieve a higher class title. Once in this new middle class, you should feel accepted and happy; however this is not always the case. African Americans that have joined the middle class face new sets of problems associated with their identity. We like to think that as Americans, we are color blind. In reality this is not the case and upon close examination we see that race further divides social classes that much more. In the video we watched last week in class, they spent a substantial time on the describing the plight of members of the black middle class. Even after they have risen past their meager means and into a more affluent position, there are still negative stigmas surrounding them.

You would like to think that if you are from an impoverished neighborhood that if you make it and advance in class then those that you have grown up with would be happy. We saw that this is not the case. It seems that once this new middle class status is achieved, then those around begin to see you in a different light. If you are a black individual in the middle class, then you basically have your "blackness" revoked. Once you uptain this higher class, then you are considered a sell out by those that still linger in the lower class. For one to have this said about them can be a huge emotional and mental blow. Phrases like "Uncle Tom" are thrown at them as well as being described as being "Crosby black"; taking on the image of the classic white suburbanite. How does one respond to such things, with anger or do they begin to accept their new appointed role?

The idea of, "If you're like them (white), maybe they will accept you" was thrown around in the video. Once you have been outcast by your own race, a person may seek approval and validation from another race. Once in the middle class, it is plausible that one will begin to walk, talk, and act like the rest of the people. However, a person's race sticks with them forever. The negativity received from both those in the lower class and their white counterparts in the middle class has lead them to develop their own sub-group. Being black middle class has become a new entity altogether and some aspects even exclude the possibility for future members to join. Organizations such as the Jack and Jill Schools which provide higher education and improved life-style are by invite only; so even if you do achieve this new class ranking, you face the prospect of being shunned by those in the same racial and socio-economic circumstances that you are in. Even if you are black and rise up from the lower class, it seems that it is a win-lose situation. While you may have better economic means to raise your family, you are shut out not only by the white middle class, but also by those of your own race in lower classes.

How can we eradicate such a polarizing trend? We would have to revolutionize how people think about race altogether. Not being able to have upward mobility is one thing, but to face the same discrimination once you get there (even from those of your own ethnicity & race) is another issue entirely. If progress is to be made in class relationships within this country, then we have to stop fighting amongst our selves over petty differences. If you cannot unify together to achieve the same goals, then society will be further fragmented and more individual sub-groups will form, thus destroying the principles of until and equality so many have fought for in the US.

Slavery: How Rap and inequality hold African Americans Hostage

Slavery is the idea of owning another person as if they were property. The idea of slavery has been around for centuries and in some cultures, still is in existence. Slavery was very prominent in the United States before the Civil War.

Although slavery is no longer in existence here in the United States, inequality is still unbelievably common. This is most commonly found in the levels of social classes here in the United States. The difference in median income between the overall group of people in the U.S. and the median income of African Americans is staggering. In 2010, the median income for African Americans was $29,328.00, compared to all of the U.S. was over $50,000.00. In the Fortune 500, or the worlds top 500 companies in the world, for every four CEOs, only one is African American. In our senate today, there are no African Americans. We have only had six African American Senators in the history of our government. When will inequality end? It is a common stigma in the United States that African Americans are meant to be from the projects, act as if they are ghetto, and know they are not equal to the rest of the United States, but why is this? It seems that people who have had generations living in the United States forget the hatred they once endured. We have a sense of entitlement and feel we are better than the African American population. I will be the first to say that I have witnessed this inequality first hand. My high school only had a total of thirteen African Americans throughout all grades. I live in an area known as a rich retirement area. For this reason, it seems that African Americans are priced out of the local homes. On top of this fact, those thirteen kids all move around school in a group. This is most likely due to the feeling of being outsiders in such a large Caucasian community. Most kids in my school used the “N” word to describe these children. Why is this? Why would it ever seem okay to look down upon kids who are just like you and me? Because they are African American.

One answer to this question of inequality that I have found is rap music. Most people in the R n B business are of African American descent. Through many eyes, we begin to believe that it is the thought process of all African Americans. We believe that all of them deal drugs, drink expensive liquors, and call all girls “bitches” and “hood rats”. This is not helping to end inequality; instead it is causing a larger void. If rap were to be cleaned up, or more African Americans were to break from the norms that seem to plague African Americans, maybe inequality can be squashed.

This is a Rap Video that shows those stigmas.